Novas tecnologias na discursividade do ensino-aprendizagem de língua inglesa
Ano de defesa: | 2012 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Uberlândia
|
Programa de Pós-Graduação: |
Programa de Pós-graduação em Estudos Linguísticos
|
Departamento: |
Linguística Letras e Artes
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufu.br/handle/123456789/15434 |
Resumo: | This dissertation aims at presenting a research developed in the interface between Applied Linguistics and Discourse Analysis, considering the movement language-history-ideology which is trespassed by unconscious issues and by plurivocal manifestations that are constitutively dialogical. The aim was to analyze the discursivity about new technologies which is present in the scientific-institutional realm through the study of journals in the field of Applied Linguistics. The objective, throughout this study, was to have a picture of the linguistic traversals presented in the evaluated discursivity, trying to problematize the implications that these traversals bring to the context of new technologies use in the teaching-learning process taking into consideration that the focus was to unravel the discursive functioning, as well as to analyze the discursive construction and its impact, interrelating these crossings with the teachers´ practices in a classroom. I elected as my corpus ten scientific papers, related to the use of new technologies in the teaching-learning process of English, published in specialized journals of Applied Linguistics. In order to achieve my goals, I used as theoretical and methodological devices the Matrix Device developed by Santos (2004), according to which, through analytical-descriptive and interpretative matrixes, and from discursive sequences, it would be possible to select operating-utterances enunciative regularities present at the text and producers of meaning and from these enunciations constitute axioms, which according to Figueira (2007), emerge from these regularities and from their meaning effects. While mapping them, among the several discursive formations referring to the teaching-learning process through new technologies use, it was possible to establish that their insertion in the educational environment represents a direct impact in the English teaching-learning process. Certainly, new technologies substantially contribute to the actions of teachers and students, but the power which is discursively attributed to them, as if they could, by themselves, solve all the educational problems, does not contribute to the subject s taking position so that there could be relevant changes in the relation between the subjects who teach and learn and the way of teaching and learning languages. It was possible to observe, in the meanings aroused by the interpretation, that new technologies will be increasingly present in the teaching-learning process, but this presence is neither consistent with an immeasurable idolatry (technolatry) nor with a severe rejection to its use (technophobia). The interim place of these antagonistic discursivities seems to resound, in spite of the fact that we are in direction to the process of seeing new technologies as central in our lives, that there still is the problematization that by themselves new technologies in the teaching-learning process do not provoke changes and dislocations in the subjects positions. I believe that problematizing how the adoption of new technologies have been discursively produced in the teaching-learning process becomes relevant as it is possible to have a better understanding of the constitution, functioning, reception and distribution of discourses that constitute both the teaching-learning process of foreign languages and the education of pre and in-service teachers of these languages. |
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2016-06-22T18:42:28Z2013-05-092016-06-22T18:42:28Z2012-12-05NETTO, Mônica Inês de Castro. Novas tecnologias na discursividade do ensino-aprendizagem de língua inglesa. 2012. 133 f. Dissertação (Mestrado em Linguística Letras e Artes) - Universidade Federal de Uberlândia, Uberlândia, 2012.https://repositorio.ufu.br/handle/123456789/15434This dissertation aims at presenting a research developed in the interface between Applied Linguistics and Discourse Analysis, considering the movement language-history-ideology which is trespassed by unconscious issues and by plurivocal manifestations that are constitutively dialogical. The aim was to analyze the discursivity about new technologies which is present in the scientific-institutional realm through the study of journals in the field of Applied Linguistics. The objective, throughout this study, was to have a picture of the linguistic traversals presented in the evaluated discursivity, trying to problematize the implications that these traversals bring to the context of new technologies use in the teaching-learning process taking into consideration that the focus was to unravel the discursive functioning, as well as to analyze the discursive construction and its impact, interrelating these crossings with the teachers´ practices in a classroom. I elected as my corpus ten scientific papers, related to the use of new technologies in the teaching-learning process of English, published in specialized journals of Applied Linguistics. In order to achieve my goals, I used as theoretical and methodological devices the Matrix Device developed by Santos (2004), according to which, through analytical-descriptive and interpretative matrixes, and from discursive sequences, it would be possible to select operating-utterances enunciative regularities present at the text and producers of meaning and from these enunciations constitute axioms, which according to Figueira (2007), emerge from these regularities and from their meaning effects. While mapping them, among the several discursive formations referring to the teaching-learning process through new technologies use, it was possible to establish that their insertion in the educational environment represents a direct impact in the English teaching-learning process. Certainly, new technologies substantially contribute to the actions of teachers and students, but the power which is discursively attributed to them, as if they could, by themselves, solve all the educational problems, does not contribute to the subject s taking position so that there could be relevant changes in the relation between the subjects who teach and learn and the way of teaching and learning languages. It was possible to observe, in the meanings aroused by the interpretation, that new technologies will be increasingly present in the teaching-learning process, but this presence is neither consistent with an immeasurable idolatry (technolatry) nor with a severe rejection to its use (technophobia). The interim place of these antagonistic discursivities seems to resound, in spite of the fact that we are in direction to the process of seeing new technologies as central in our lives, that there still is the problematization that by themselves new technologies in the teaching-learning process do not provoke changes and dislocations in the subjects positions. I believe that problematizing how the adoption of new technologies have been discursively produced in the teaching-learning process becomes relevant as it is possible to have a better understanding of the constitution, functioning, reception and distribution of discourses that constitute both the teaching-learning process of foreign languages and the education of pre and in-service teachers of these languages.Esta dissertação tem como proposta apresentar um trabalho de interface entre a Linguística Aplicada e a Análise do Discurso, considerando o movimento linguagem-história-ideologia, atravessado por questões da ordem do inconsciente e por manifestações plurivocais e constitutivamente dialógicas. Tenho por objetivo analisar a discursividade sobre as novas tecnologias que circula nas esferas científico-institucionais por meio do estudo de periódicos na área da Linguística Aplicada. Meu intento, ao longo dessa pesquisa, foi traçar um panorama dos atravessamentos linguísticos explicitados na discursividade avaliada, tentando problematizar as implicações que estes trazem para o contexto do uso de novas tecnologias no ensino-aprendizagem de língua inglesa, pois o enfoque foi desvelar o funcionamento discursivo, bem com analisar a construção discursiva e seu impacto, inter-relacionando esses atravessamentos à prática dos professores em sala de aula. Elegi como corpus dez artigos científicos, relacionados ao uso das novas tecnologias no processo de ensino-aprendizagem de língua inglesa, publicados em periódicos especializados em Linguística Aplicada. Para suster meus objetivos, utilizei como aporte teórico-metodológico o dispositivo matricial desenvolvido por Santos (2004), para que, através de matrizes analítico-descritivas e interpretativistas, e partindo de sequências discursivas, fosse possível selecionar enunciados operadores regularidades enunciativas presentes no texto e produtoras de significado e a partir desses enunciados constituir axiomas, que de acordo com a proposta de Figueira (2007), emergem dessas regularidades e dos seus efeitos de sentido. Ao construir o mapeamento, entre as várias formações discursivas referentes ao processo de ensino-aprendizagem pelo uso das novas tecnologias, foi possível estabelecer que a inserção destas nos ambientes educacionais representa um impacto direto nas práticas de ensino-aprendizagem de língua inglesa. Certamente as novas tecnologias contribuem de forma relevante para as ações dos sujeitos professores e alunos, mas o poder que a elas é discursivamente atribuído, como se pudessem por si só resolver todos os problemas educacionais, não contribui para uma tomada de posição dos sujeitos de forma que haja mudanças significativas na relação entre os sujeitos que ensinam e aprendem e o modo de ensinar e aprender línguas. Foi possível perceber, nos sentidos aflorados pelos gestos de interpretação, que as novas tecnologias estarão cada vez mais presentes no processo de ensino-aprendizagem, mas essa presença não condiz mais com uma idolatria desmedida (tecnolatria) e nem como uma severa rejeição ao seu uso (tecnofobia). O lugar de entremeio dessas duas posturas antagonicamente discursivizadas parece repercutir que, apesar de estarmos na direção de vermos a tecnologia como lugar central em nossas vidas, paira a problematização de que, por si só, novas tecnologias no processo de ensino-aprendizagem não promovem mudanças e deslocamentos na postura dos sujeitos. Acredito que problematizar como a adoção das novas tecnologias tem sido discursivamente produzida no processo de ensinar e aprender língua inglesa torna-se relevante na medida em que se pode melhor compreender a constituição, funcionamento, recepção e distribuição dos discursos que constituem tanto o processo de ensino-aprendizagem de línguas estrangeiras quanto do de formação de professores pré e em-serviço.Mestre em Estudos Linguísticosapplication/pdfporUniversidade Federal de UberlândiaPrograma de Pós-graduação em Estudos LinguísticosUFUBRLinguística Letras e ArtesEnsino-aprendizagem de línguas estrangeirasFormação de professoresNovas tecnologiasLinguística aplicadaAnálise do discursoLíngua inglesa - Estudo e ensinoInovações tecnológicasLinguística aplicadaAprendizagemLíngua inglesa - Formação de professoresForeign language teaching-learning processTeacher educationNew technologiesApplied linguisticsDiscourse analysisCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICANovas tecnologias na discursividade do ensino-aprendizagem de língua inglesainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisGuilherme, Maria de Fátima Fonsecahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4767501H2Szundy, Paula Tatianne Carrérahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4703201A1Santos, João Bôsco Cabral doshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794565Y9http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4261611E9Netto, Mônica Inês de Castroinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUTHUMBNAILMonicaInes.pdf.jpgMonicaInes.pdf.jpgGenerated Thumbnailimage/jpeg1227https://repositorio.ufu.br/bitstream/123456789/15434/3/MonicaInes.pdf.jpg3f0e4e10dcddebfdbe2ca37ebd5a43ebMD53ORIGINALMonicaInes.pdfapplication/pdf1576585https://repositorio.ufu.br/bitstream/123456789/15434/1/MonicaInes.pdf57236fffc09a8a97b6878cecaf9201ceMD51TEXTMonicaInes.pdf.txtMonicaInes.pdf.txtExtracted texttext/plain414055https://repositorio.ufu.br/bitstream/123456789/15434/2/MonicaInes.pdf.txt7e89dfe1adc4658f543661f82a555dccMD52123456789/154342016-06-23 04:23:46.952oai:repositorio.ufu.br:123456789/15434Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2016-06-23T07:23:46Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.por.fl_str_mv |
Novas tecnologias na discursividade do ensino-aprendizagem de língua inglesa |
title |
Novas tecnologias na discursividade do ensino-aprendizagem de língua inglesa |
spellingShingle |
Novas tecnologias na discursividade do ensino-aprendizagem de língua inglesa Netto, Mônica Inês de Castro Ensino-aprendizagem de línguas estrangeiras Formação de professores Novas tecnologias Linguística aplicada Análise do discurso Língua inglesa - Estudo e ensino Inovações tecnológicas Linguística aplicada Aprendizagem Língua inglesa - Formação de professores Foreign language teaching-learning process Teacher education New technologies Applied linguistics Discourse analysis CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Novas tecnologias na discursividade do ensino-aprendizagem de língua inglesa |
title_full |
Novas tecnologias na discursividade do ensino-aprendizagem de língua inglesa |
title_fullStr |
Novas tecnologias na discursividade do ensino-aprendizagem de língua inglesa |
title_full_unstemmed |
Novas tecnologias na discursividade do ensino-aprendizagem de língua inglesa |
title_sort |
Novas tecnologias na discursividade do ensino-aprendizagem de língua inglesa |
author |
Netto, Mônica Inês de Castro |
author_facet |
Netto, Mônica Inês de Castro |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Guilherme, Maria de Fátima Fonseca |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4767501H2 |
dc.contributor.referee1.fl_str_mv |
Szundy, Paula Tatianne Carréra |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4703201A1 |
dc.contributor.referee2.fl_str_mv |
Santos, João Bôsco Cabral dos |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794565Y9 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4261611E9 |
dc.contributor.author.fl_str_mv |
Netto, Mônica Inês de Castro |
contributor_str_mv |
Guilherme, Maria de Fátima Fonseca Szundy, Paula Tatianne Carréra Santos, João Bôsco Cabral dos |
dc.subject.por.fl_str_mv |
Ensino-aprendizagem de línguas estrangeiras Formação de professores Novas tecnologias Linguística aplicada Análise do discurso Língua inglesa - Estudo e ensino Inovações tecnológicas Linguística aplicada Aprendizagem Língua inglesa - Formação de professores |
topic |
Ensino-aprendizagem de línguas estrangeiras Formação de professores Novas tecnologias Linguística aplicada Análise do discurso Língua inglesa - Estudo e ensino Inovações tecnológicas Linguística aplicada Aprendizagem Língua inglesa - Formação de professores Foreign language teaching-learning process Teacher education New technologies Applied linguistics Discourse analysis CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
dc.subject.eng.fl_str_mv |
Foreign language teaching-learning process Teacher education New technologies Applied linguistics Discourse analysis |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
This dissertation aims at presenting a research developed in the interface between Applied Linguistics and Discourse Analysis, considering the movement language-history-ideology which is trespassed by unconscious issues and by plurivocal manifestations that are constitutively dialogical. The aim was to analyze the discursivity about new technologies which is present in the scientific-institutional realm through the study of journals in the field of Applied Linguistics. The objective, throughout this study, was to have a picture of the linguistic traversals presented in the evaluated discursivity, trying to problematize the implications that these traversals bring to the context of new technologies use in the teaching-learning process taking into consideration that the focus was to unravel the discursive functioning, as well as to analyze the discursive construction and its impact, interrelating these crossings with the teachers´ practices in a classroom. I elected as my corpus ten scientific papers, related to the use of new technologies in the teaching-learning process of English, published in specialized journals of Applied Linguistics. In order to achieve my goals, I used as theoretical and methodological devices the Matrix Device developed by Santos (2004), according to which, through analytical-descriptive and interpretative matrixes, and from discursive sequences, it would be possible to select operating-utterances enunciative regularities present at the text and producers of meaning and from these enunciations constitute axioms, which according to Figueira (2007), emerge from these regularities and from their meaning effects. While mapping them, among the several discursive formations referring to the teaching-learning process through new technologies use, it was possible to establish that their insertion in the educational environment represents a direct impact in the English teaching-learning process. Certainly, new technologies substantially contribute to the actions of teachers and students, but the power which is discursively attributed to them, as if they could, by themselves, solve all the educational problems, does not contribute to the subject s taking position so that there could be relevant changes in the relation between the subjects who teach and learn and the way of teaching and learning languages. It was possible to observe, in the meanings aroused by the interpretation, that new technologies will be increasingly present in the teaching-learning process, but this presence is neither consistent with an immeasurable idolatry (technolatry) nor with a severe rejection to its use (technophobia). The interim place of these antagonistic discursivities seems to resound, in spite of the fact that we are in direction to the process of seeing new technologies as central in our lives, that there still is the problematization that by themselves new technologies in the teaching-learning process do not provoke changes and dislocations in the subjects positions. I believe that problematizing how the adoption of new technologies have been discursively produced in the teaching-learning process becomes relevant as it is possible to have a better understanding of the constitution, functioning, reception and distribution of discourses that constitute both the teaching-learning process of foreign languages and the education of pre and in-service teachers of these languages. |
publishDate |
2012 |
dc.date.issued.fl_str_mv |
2012-12-05 |
dc.date.available.fl_str_mv |
2013-05-09 2016-06-22T18:42:28Z |
dc.date.accessioned.fl_str_mv |
2016-06-22T18:42:28Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
NETTO, Mônica Inês de Castro. Novas tecnologias na discursividade do ensino-aprendizagem de língua inglesa. 2012. 133 f. Dissertação (Mestrado em Linguística Letras e Artes) - Universidade Federal de Uberlândia, Uberlândia, 2012. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufu.br/handle/123456789/15434 |
identifier_str_mv |
NETTO, Mônica Inês de Castro. Novas tecnologias na discursividade do ensino-aprendizagem de língua inglesa. 2012. 133 f. Dissertação (Mestrado em Linguística Letras e Artes) - Universidade Federal de Uberlândia, Uberlândia, 2012. |
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UFU |
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BR |
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Linguística Letras e Artes |
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Universidade Federal de Uberlândia |
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